October 2015 October 2016 Annual Report - Student Affairs · 2016 Student Affairs Departmental...

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October 2015 – October 2016 Annual Report

Prepared by Stan Inman, Director of Career Services

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Career Services 2016 Student Affairs Departmental Annual Report

Mission/Vision

During the 2015-16 year, the Career Services Leadership Team redeveloped a multi-year strategic plan with specific goals and a timeline for implementation and completion. This process also refined and consolidated some our key activities, which now are congruent with our overall strategic plan. Our primary goal in our strategic planning was to ensure that our Career Services key activities and goals aligned with our mission statement, which is built around our “Six Pillars of Practice.”

Career Services Mission Statement “Career Services prepares University of Utah students and alumni to achieve their career and professional goals. We do this through individualized career planning, impactful employer interactions, alumni engagement, and internship coordination in partnership with academic departments and industry stakeholders.”

Six Pillars of Practice (Key Activities) 1. Create a campus where all students see the tangible future because they understand and

engage in the career planning process – early and often. 2. Create the premier collegiate recruiting destination for employers who offer quality

opportunities for our students and alumni. 3. Create a career culture at the University of Utah where every faculty and staff member

engages in career development. 4. Create a lifetime relationship of connectedness to the University of Utah from alumni and

the community. 5. Realize operational excellence to maximize resources 6. Create value proposition for all stakeholders to engage with Career Services

I. Key Activities

Below is a summary of the Career Services 2015-16 key activities/goals and a short narrative of the practices that have led to outcomes for each area over the past year. These Career Services goals reflect activities and initiatives that have been achieved, in progress, or projected in the Career Services Strategic Plan (see Appendix A for a table and timeline of Career Services Key Activities and goals). Please note: In the discussion of each key activity, below we address both goals, utilization data, and any individual assessments related to the goals associated with the key activity. Assessment Project Summary Reports for 2015-16 are part of Appendix B.

KEY ACTIVITY #1: STUDENT INTERACTIONS “Create a campus where all students see the tangible future because they understand and engage in the career planning and decision-making process – early and often.” Current research data in career development literature, along with benchmarking best practices, and

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white paper research of Career Services national professional association strongly indicates that early engagement in career planning and decision making strategies have a significant impact on overall student success. Specifically, students who know and understand the career exploration and decision making process tend to make better informed career decisions, resulting in an enhanced a desire to enter and complete an academic program of study that is congruent both self-interests, and desired career outcomes. Career education activities, such as 1:1 career coaching/advising, self-discovery via interest inventories, career classes, and career exploration via employer events or information sessions all can be impactful. However, student’s awareness of such programs and resources are often limited. The focus on Student Interaction as a key activity is at the heart of our Career Services Mission.

Student Utilization Data 2015-2016 Academic Year We had 2,878 student 1:1 appointments, 294 walk-in appointments, 33 CSIP students, 2,183 workshop and classroom presentation engagement, 90 Career Trekkers, 432 Pathways Attendees, 15 Suit-Up Winners, and 1706 students who attended information sessions. You may view highlighted student quotes about our programs and services in Appendix C. .

GOALS AND OUTCOMES SUPPORTING KEY ACTIVITY #1: STUDENT INTERACTIONS 1. Focus on programming and engagement for first- and second-year students to create awareness

and credibility for career services programs and resources.

This goal has been addressed by the creation of a Student Engagement Task Force, which has been focused on the creation of an on-line e-learning module. The Task force has been interdepartmental with members from ASUU and University College. A Career Services awareness video was produced, which highlighted resources and our Career Coaches. During fall 2016 there

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has been a shift in the desired outcome, and we are working toward on on-line career course with Undergraduate Studies, College of Social and Behavioral Science, and University. Our goal is still in place to work toward a mandated touch point for 2nd year students via individual career coaching, on-line course, or workshop on career planning and decision making. Additionally, each Coach is working with the College they assigned to conduct outreach and has put in place a marketing strategy to reach all 1st year students.

Desired Outcomes:

By spring of 2016, launch an on-line career class/e-learning modules for all entering students to ascertain their career development and raise awareness of career services resources

By Summer 2017, refine modules as needed, with a plan to require this as an institutional mandate in partnership with ASUU

By Fall 2017, Launch a Career and Major Exploration Living Learning Community in collaboration with HRE and University College for students who are living on campus

By fall 2016, develop and introduce marketing campaign for current career development tools (Candid Career, Focus2, and StrengthsFinder).

By Fall 2016, each coach will develop an individual outreach and communication strategy to reach first year students in their College

2. Expand awareness of Career Services resources and increase

engagement/participation/outreach for the following specific populations: international students, graduate students, LGBTQ students, first generation students, low SES students, students of color.

During the fall of 2016 Career Services conducted a series of student focus groups with the intention of learning more about student’s awareness of Career Services resources. The focus groups consisted on freshmen and sophomores in student leadership roles. Additional focus groups are planned for summer of 2017 for student groups: LGBTQ, International, graduate students, and students of color. Already this goal has created the outcome of increased site office hours in in CESA and with Student Veterans. Other SA Offices planned to have intentional Career Services interactions for spring 2017 are TRIO Program and Honors. Career Coaches each have a liaison role with SA Offices to conduct outreach and generate opportunities for more targeted student interactions with Career Services. During fall 2016 a targeted webpage that is called “your identity and job search” is being created, which will have targeted resources for student populations that are traditionally underserved, or need more information and resources as they prepare for career transition. Tracking and utilization of students who engaged with Career Services resources will be done in December of 2016, and an assessment of the previous year will indicate which student populations may be underserved our who are underutilizing Career Services.

Desired Outcomes:

Starting Fall 2016, better conduct assessment of students using our office o Create inventory of individual coaches individual student interactions and where

each coach should focus on outreach and communication to focus marketing (i.e. are more freshmen seeing us? Are students of color coming in? Certain majors?)

o In December 2016 & May 2017, conduct Informal assessment and analysis semester-ly based on overall utilization

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By Fall 2016, create a resource page for specific populations

By Summer 2017, conduct focus groups of each of the following populations: international students, graduate students, LGBTQ students, students of color

3. Create increased awareness of and a variety of avenues for students to engage internships and

experiential opportunities. There has been much work on defining the internship standard for the University of Utah over the past year. This work has generated several desired outcomes around fostering more internship opportunities for students. Chiefly, collaboration across all the academic departments to offer training and resources that clarify what academic and learning elements should be part of any “for credit “internship experience. Many College are now working closely with our Internship Coordinator to create course descriptions and even hiring Internship Coordinator’s for their College. Using the data from the Graduating Student Form we can more accurately measure student who are reporting internship experiences. Coaches have created workshops for students interested in internships, offering to help supervise internship experiences with representatives from student’s home college.

Desired Outcomes:

Increase communication about experiential opportunities through newsletter, each coach includes an Internship workshop or Internship Information to students in their tailored programming.

o Who owns: Internship Coordinator w/ coaches o Measured: Summer 2017 –Number of graduating students providing internship

data increases from summer 2016 from the Graduating Student Form. Following 2017, assess number of internships students are reporting each semester, Assess clicks of internships from student newsletters in August 2017 to get a baseline for the year, and then compare each month moving forward. Internship Coordinator meets with coach each semester to assess needs and how to best help with the internship workshop.

o Timeline: Begin comparison from summer to summer in 2017.

Compare reported internship data on Graduation survey from summer to summer

Institute a zero-credit and/or transcript notation option for students o Initiate process to establish one or both options to have them available for

students for Summer 2017

Turn on Experiential Module in Symplicity by December 2016 o Who owns it: Internship Coordinator o Timeline: Transition CSIP students to using it for Spring 2016, open to all students

doing zero-credit or transcription notation Summer 2017

Revitalize UWorkUWin Program o Who owns it: Internship Committee o Timeline: Launch new name, logo, and available awards for Spring 2017

By Fall 2017, launch marketing campaign to students about internships o Who owns it: Internship Committee and Marketing coordinator

Create a funding program for unpaid student interns o Timeline: Research similar programs, submit benchmarking by December 2016,

and put forth a program proposal by July 2017, begin grant applications Summer 2017

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o Who owns it: Internship Coordinator 4. Prepare all students for their career and future professional plans.

Outcomes related to this goal of professional preparation for the workplace has largely been a part of the Career Coaches individual responsibilities to hold targeted workshops tailored for their student populations. We have dedicated coaches training sessions to enhance the content around work readiness topics, and introduced more opportunities for student articulate their skill sets both is resumes and interview settings. In spring 2016 will be conducting assessment based on parents influence and guidance in career decisions.

Desired Outcomes:

By Fall 2016, all career coaches will hold specific tailored programming for their populations each semester (at least 3 programs)

o Who owns: Coaches at Coaches Meeting o Measured: Increase in number of students attending workshop from current data

that exists. Increase in variety of students who are attending. o Timeline: July 1 and November 1 (prior to each semester), coaches submit

proposal of semester-planned workshops for their population at coaches meeting. Then work with Hannah to do marketing. Adapt workshops from foundation series to their individual students’ needs.

By fall 2016, all students receive consistent newsletters regarding programming and internships specific to their College.

By January 2017, conduct a needs assessment for how to better engage parents in career planning and decision-making of students.

KEY ACTIVITY #2: EMPLOYER ENGAGEMENT “Create the premier collegiate recruiting destination for employers who offer quality opportunities for our students and alumni.”

The efforts of our Employer Relations team has greatly increased Career Services’ ability to meet our employer engagement mission, and has produced overall growth in recruitment activities (see year-to-date totals of employer relations activities and on-campus visits in the table below). In addition to highlighting the quantity of student-employer touch points, a number of high-profile companies continue to recruit and hire at the University of Utah including, Expedia, Inc., Goldman Sachs & Co., Tesoro, Microsoft, eBay, PepsiCo, 3M, Chevron, General Motors, General Electric, Intel, P&G and The Walt Disney Company. Through strategic outreach a number of companies have started recruiting at the U for the first time including: Wayfair.com, Teach For America, Union Pacific, Eli Lilly, DOMO, U.S. Department of State, Autoliv, Marriott International, Facebook and Lockheed Martin. In addition to more than 100 in-state employer site visits, our out-of-state employer outreach efforts continue to remain a priority. Out of state employer visits during the 2015-16 year included trips to Seattle, Chicago, and Los Angeles. Notable Employer visits with alumni relationships included: Discover Financial, Baxter Health Care, Facebook, Google, Symantec, Yello, WET (Design), Tableau, and Boeing. Special efforts were coordinated for these visits to target and include University of Utah Alumni Chapters and Alumni throughout the country.

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In spring of 2016, employer participation in on-campus recruiting (career fairs) increased dramatically to the point where it necessitated a move to a larger venue. After weighing options and availability, the spring 2016 Career Fair was held at Rice-Eccles Stadium Tower and expanded our employer capacity to more than 160 companies (more than a 38% increase from previous years). In fall of 2016 the STEM fair returned to the A. Ray Olpin Student Union with the condition that additional space could be made available for this recruiting event. Our fall STEM fair saw a record of more than 1,500 students attend.

Activity from July 1, 2015 - June 30, 2016

Unique Employers Conducting On-campus Interviews 103

Number of Interview Schedules 180 Number of Interviews Held 1432

Majors Interviewed On Campus 1101

Information Sessions Conducted 232 Unique Employers Conducting Information Sessions 97

Students Attending Information Sessions 1790

Unique Employers who posted jobs 1873 Job Postings 5988

Career Fairs Held 5

Unique Employers Attending Career Fairs 425 Employers Attending Career Fairs (not unique) 596

Unique Students Attending Career Fairs 3217

Students Attending Career Fairs (not unique) 4717

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GOALS AND OUTCOMES 1. Develop high level institutional buy-in in support of employer outreach and recruitment.

We recognize the need for continued collaboration with partners from around campus. Specifically, we see a unique opportunity for growth by strengthening the relationship between Career Services and Development/Advancement Offices throughout campus. Particularly, sharing information about companies who give to the institution, but do not recruit and companies who recruit at the U, but do not currently give. To date, we have had preliminary partnership meetings with the College of Engineering, College of Science, School of Business and the Central Development Office. Desired Outcomes:

Starting fall 2016, schedule annual meeting with Dr. Snyder and Dr. Watkins.

By fall 2017, meet with development officers in each college and create a collaborative approach around GAP analysis and assessment of college hiring needs.

2. Involving our coaches in employer engagement more intentionally.

Our entire Career Services team has invested in employer outreach and has made significant strides in getting the entire office involved in creating additional touchpoints between employers and students. The results of these efforts have yielded a more consistent on-campus presence of employers outside of the traditional recruiting seasons of fall and spring. Desired Outcomes:

Starting fall 2016, Coaches will do and record a minimum of 3 interactions with employers per semester (through one of the following programs: Treks, pathways, workshops, etc.)

Internship site visits, meet-and-eats, or mock interviews). Interactions will be tracked through Symplicity.

Create a targeted plan every semester in conjunction with Employer Relations’ targeted list to establish relationships with key companies/within key industries.

Beginning fall 2016, have Brian attend a coaches meeting each semester.

Fall 2016 – hold a minimum of 4 mini treks.

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3. Develop a consistent method of tracking and sharing employer engagement throughout office.

The relationships established through employer outreach and development are useful to the extent that we can effectively transition the knowledge gained at these visits to our Career Coaching team and ultimately to students. To that end, we have increased our focus and internal accountability of tracking and reporting on these interactions through our CRM database (Symplicity/UCareerPath).

Desired Outcomes:

By fall 2016, ensure 100% reporting from all ER staff using Symplicity notes/quick notes.

Beginning Fall 2016 create bi-annual report (produced December 2016 and May 2017) by Recruiting Coordinator, tracking all employer engagement with Career Services.

Create specific line/formalized process of reporting/data sharing between career coaches and employer relations.

By December 2016, identify industry gaps through tracking form and add those to prospecting list.

By December 2016, introduce streamlining employer opt-in form.

4. Strategically and proactively seek internship opportunities with employers.

As more employers see the value of creating formalized internship programs as a way of creating a “talent pipeline”, students have also seen the benefit of the high-impact practice of experiential learning. The efforts of our Internship Manager in this area have proven invaluable in communicating current openings and establishing clear internship processes and definitions around campus.

Desired Outcomes:

By July 2016, pull report of currently posted internships for coaches every other week for use in presentations, student meetings, and newsletters.

o Who owns it: Internship Coordinator?

September 21016, run monthly reports to assess currently posted internships and identify which fields are lacking or are oversaturated with opportunities.

o Who owns it: Internship Coordinator w/ Employer Relations and Internship committees?

By spring 2017, add UWorkUWin Internship Employer of the Year award. o Who owns it: Internship Committee?

Add internship staff support (student, work study, or GA) to proactively seek internship opportunities

5. Create programming to engage and educate employers

In partnership with our regional association (Mountain Pacific Association of Colleges and Employers) and state-wide association (Utah Association of Colleges and Employers), the University of Utah has led efforts to education employers on current recruiting trends, best practices, hiring laws and emerging technologies. Several of our marquee events have included national experts including Dr. Mary Scott and Dr. Phil Gardner. Desired Outcomes:

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By summer 2016, plan semester-ly recruiter boot camps to educate employers on trends, best practices, working with special populations (hiring international students, etc.).

By summer 2017, coordinate annual summit for state-wide employer relations staff.

By July 2017, start sending monthly employer newsletter from on-campus recruiting coordinator.

KEY ACTIVITY #3: ACADEMIC PARTNERSHIPS “Create a career culture at the University of Utah where every faculty and staff member engages in career development with students.”

The Associate Director for Counseling Services & Operations who has a focus on strengthening academic partner relationships throughout campus has significantly increased our ability to meet our academic partner engagement mission. During the 2015-16 year Career Services continued to have sustained contact with academic partners that yielded increased collaborations and programing across all areas of Career Services. This has produced growth in the quality and quantity of academic partner engagements with Career Services, and also the referrals to students who utilize our office. Perhaps the most important success during the year was being included as a standing item in the University Advising Association Council meeting. We are now a part of the Advising Training for new advisors, and our AD for Operations has met with each of the Deans of all colleges at least 3 times in 2015 to discuss their goals, initiatives, and how we can work together to bridge the gap between students and career services. Deans are beginning to attend Career Fair Meet & Greets with Employers, and other Career Services programming events, demonstrating a stronger engagement to the mission of our office.

GOALS AND OUTCOMES

1. Create direct opportunities for interaction with academic partners. Given that 33% of our student coaching appointments stem from referrals from academic partners across campus (including academic advisors, faculty, and staff), creating strong relationships with our academic partners is critical to our mission of serving students. In order to create strong relationships and enhance existing relationships, it is necessary that our career services staff is interacting with academic partners consistently throughout the semester. To date, we had our first ever Faculty Recognition Program, where we recognized 20 faculty who were nominated by a student for helping with their career development. This was a strategy intended to discover who our faculty champions were, in an effort to provide an opportunity to interact, as well as increase our relationships with them, and at this event, we had over 50 faculty, Deans, and Department Chairs attend. Our Vice President for Academic Affairs spoke at the event and stressed the importance for faculty to collaborate with our office. (Keynote can be viewed here: http://bit.ly/CSFacultyRecognitionVideo). Additionally, we held our third annual Academic Partner Open Houses in summer 2016, which had over 85 academic advisors visit our office to learn about the new programs, services and resources being launched in Career Services, and how we can best collaborate together. Last, we have begun to hold trainings for academic advisors, which help our advisors to inform students of the variety of ways Career Services can assist their students. Our first LinkedIn training for academic partners had 35 advisors, staff, and faculty attend. We recognize the critical nature of our relationships with our academic partners and have made this a continued focal point, and will continue to find creative ways to engage our academic

http://bit.ly/CSFacultyRecognitionVideo

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partners in dialogue and collaboration in an effort to best serve our students.

Desired Outcomes

In August 2016, launch the creation of Career Alliance with Deans and/or other higher level administrators from each College, and plan semester-ly meetings.

By summer 2017, create content for and coordinate annual Faculty Open Houses. By summer 2017, present at existing training for all new faculty. By summer 2016, create training outline for at least one training a semester for

advisors on topics including: LinkedIn, CV’s, Resumes, etc. In March 2017, continue growing Faculty Recognition Program, and include advisors.

2. Increase engagement in classrooms and with students.

A high percentage of our students also have identified finding out about Career Services and coming in for an appointment with a career coach because of an announcement or presentation in one of their classes. When we discovered this statistic, we decided to increase our efforts to engage in the classroom and have identified all capstone and introduction courses, and in June 2016, we emailed all faculty teaching those courses to see if there would be an opportunity for our office to present. From this, we have increased our engagement to 10 additional classes this semester, for a total of 37classroom presentations in Fall 2016, and through that, engaged over 1,250 students in classroom presentations. As we continue to enhance our outreach in this area, we would love to see our footprint in the classroom continue to grow. To do this, we have conducted a focus group with faculty this past summer to better understand the reasons faculty might have our office present in class and how we can best market our resources and services to faculty to help with their needs.

Desired Outcomes:

By 2017, outreach plan to faculty champions to specifically ask for increased participation in their classrooms and/or identify other potential opportunities for classroom visits within their college.

By summer 2016, conduct focus group with faculty recognition winners to see how to better engage them and their colleagues.

By summer 2017, have career coaches presenting to first year student Orientations in each college.

Starting 2016, each semester, run list of Capstone courses and contacting faculty who are teaching those classes to develop a plan to collaborate.

By Summer 2018, creating course proposal for Colleges who don’t currently have classes

3. Increase amount of reporting to Deans & Academic leadership.

The relationships we have with Deans & Academic Leadership is critical to the work we do with faculty, advisors, and students in the College. This past year, we held two individual meetings with Dean Level leadership in an effort to best understand the unique needs of the College, and how we can best collaborate with them in Career Services. Beyond individual meetings, we also have conducted our first ever Career Alliance this past summer 2016, where we had Deans from each College attend to have a conversation around the career readiness and career outcomes of their graduates, and how we can all work together to help our students achieve better outcomes. We recognize the importance of having a collaborative relationship with the Deans, and of having a

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centralized location to share first destination data, and it is critical that we continue to share this data with our Deans and work together to have this information be in a central location so we are not duplicating efforts. Continuing to meet with Deans and demonstrated our shared investment in their goals and in their students, will increase our relationships with our partners on campus, and further our knowledge rate of where students are going post-graduation.

Desired Outcomes:

In January 2017, share Deans Reports - continually each year

February 2017, publish Dean’s Reports and college specific Infographic to be accessible via webpage

February 2017, update “Who Hired our University Graduates” page with all new data from each graduating class.

4. Conduct outreach and formulate strategy for liaisons.

The relationships that our staff has established with our liaisons across campus are just as critical as the relationships we have with our academic partners. These staff see students, refer students to our office, and it is important they are aware of the depth of services and resources Career Services offers, so that they know when best to refer students. To date, we held our first liaison open house in August 2016, which had over 40 staff partners attend. From that meeting, we connected with six different staff members from across campus who have since had us present to their staff and/or students, and eight different staff partners who never collaborated with us previously. Additionally, our staff became more informed about other office’s resources and services, which helps better serve our students. Continuing to provide opportunities for our staff to engage with our campus liaisons will be critical to promoting an environment of collaboration, which in the end, helps us serve our students the best.

Desired Outcomes

In summer 2016, offer liaison open house to share our resources and how we can best collaborate

5. Develop a resource relationship with each college about internships.

As more conversations on campus are happening around the topic of internships, it is critical that Career Services plays an active role in sharing information on what an internship is, and helping communicate to students where they can seek credit for an internship. For this reason, we have heavily solicited information from our academic partners on whether or not they offer internship for credit as a course in their department, and we have created a centralized location on our website where students can look to see if their department offers an internship course. This provides students with helpful information in one location, and also encourages our academic partners to consider creating an internship for credit option in their department if they do not yet have one.

Desired Outcomes:

Launch academic internship webpages by August 2016

Communicate each semester with department internship contacts about internship updates

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KEY ACTIVITY #4: ALUMNI OUTREACH AND PARTNERSHIPS “Create a lifetime relationship of connectedness to the University of Utah from alumni and the community.” As part of our “Pillars of Practice” Career Services seeks to engage alumni in a lifetime relationship of connectedness to the University of Utah. The connection to alumni serves our collective University in many impactful ways. For example, students who are exploring careers and conducting informational interviews have the opportunity through Alumni Engagement programs like the Career Pathway series and Career Treks to seek guidance from professionals that have established careers in areas of the student’s interest. More broadly Career Services can engage alumni throughout a lifetime in career transition and job search assistance.

GOALS AND OUTCOMES 1. Conduct research and gather data to improve services.

Over the last year our Alumni Career Services Program Manager has benchmarked with other colleges and universities to help formulate a strategic approach for the University of Utah to gather and share data between The Alumni Association and Career Services. The outcome of this effort is a plan to integrate the data now contained in the Alumni Association’s database into the Career Services Sympliciity platform. Beginning Spring 2016 a Symplicity module called “ProNet” will be ready for launch, which will allows students to reach out to professionals and UU Alumni for career exploration and mentoring. In October 2015 – our ACS Program Manager and Associate Director of Employer Engagement presented to leadership of Alumni Association Chapters. This presentation laid the groundwork for employer engagement with Alumni Chapter leadership in Seattle, Chicago, and Los Angeles. Further outreach assessment will be conducted during 2016-17 to determine how improved services to Alumni Chapters can be accomplished along with continued joint efforts to engage employers.

Desired Outcomes

Benchmark other alumni engagement efforts

Outreach to alumni advisory boards and alumni chapters

In Fall 2016, in collaboration with Executive Director of Alumni Association, explore the creation of an alumni career services board within Alumni Association OR add career services focus to existing young alumni board

In August 2017, Conduct needs assessment of alumni chapters in conjunction with Alumni Association’s chapter leadership meetings

By Fall 2016, create systematic approach to sharing alumni contacts for ProNet module between Alumni Association Advance/iModules/Symplicity

By December 2016, Schedule open house with Alumni Association

2. Create networking and engagement programing for alumni.

Our Key Activity reflects our desire to engage alumni in their own career development & in mentorship relationships with current students. To accomplish this goal we must Identify & utilize

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platform(s)-both web based & in-person programming--for connecting alumni & students. As mentioned above a new feature of Symplicity called ProNet will be ready for launch in spring 2016. Our ACS Program Manager will continue to develop a framework for alumni that seek job search assistance and networking opportunities. The networking events are a targeted area of growth to both stimulate participation/enrollment in the ACS Program and ProNet mentoring platform.

Desired Outcomes

By fall 2016, launch ProNet to connect alumni mentors with current undergraduate students.

By Fall 2016, create targeting workshops/webinars for generational levels, and continuing each semester

Starting fall 2016, Alumni career coach will be on Programming Committee and attend all Pathways to strengthen relationship with Career pathways panelists.

Continue semester-ly networking nights – for alumni of all levels

In December 2016, coordinate networking reception for mentors and mentees using ProNet

By January 2017, Create Workplace Ambassador Program coordinated by internship coordinator

3. Engage Alumni Chapters in a partnership with Career Services Desired Outcomes:

Conduct outreach to 3 Alumni Chapters

Present to Alumni Chapter Leadership in conjunction with annual meeting

KEY ACTIVITY #5: CAREER SERVICES STAFF/OPERATIONAL EXCELLENCE ”Realize staff and operational excellence to maximize impact and resources.” This key activity is important for Career Services as we seek to provide the best possible physical environment for our students, staff, and employers that come together to make connection. Our physical space demonstrates Career Services and the Universities commitment to excellence and the high priority it places on the college to career aspects that Career Services facilitates. Last we must ensure that our Career Services personnel continue to keep pace with the needs and institutional expectations we have in the fulfilling our mission.

GOALS AND OUTCOMES 1. Increase personnel to further meet the growing demands for services.

As we continue expand our student utilization across all populations, and with a specific emphasis on 1st and 2nd year students, we anticipate the need for more professional career coaches to meet this demand. We received funding for a newly proposed Graduate Student Career Coach, and have meet with Deans of CSBS and Humanities as target Colleges for this support. Additionally, we have had increased engagement with International Students, and with increased enrollment and participation with coaches and programs, we will propose in the next budget cycle another FTE for this student population. Finally, our goal for increased FTE to support employer engagement is

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based on increased Alumni Chapter activities and growth of the internship programs across campus. Desired Outcomes

Propose to Dean of Graduate School a hard funding model based on legislative support for current FTE of Graduate Student Career Coach.

Extend career coaching for international students by 1 FTE by 2018-2019

Extend career coaching for other graduate students by 1 FTE by 2018-2019

Extend employer relations staff by 2 FTE by 2019-2020 2. Create a premier space that represents Career Services commitment to excellence in service of

the University students, employers, and stakeholders

During fall 2016 we created an internal Career Services Task Force to look for ways to update and improve our overall space. We specially benchmarked Career Services student space and décor. Updated furnishing were purchased for both Career Exploration area, and student waiting areas. The Career Services space in not sufficient or up-to-date for the employer engagement activities. We have been working with Design’s Architect, to develop an innovative concept that would open out the entire space by removing separating walls from interview waiting area and hospitality (kitchen) space to an open concept design to serve both students and employer guests. We believe this will provide another point of interaction for students and employers that reflects the current trend in recruitment practices. Desired Outcomes

In July 2016, Creation of a task force around the public spaces (CEC, 380, hallway, lobby, interview rooms and waiting area) to enhance décor throughout office

In March 2017, re-submit CFNR request for renovation of recruiter’s lounge 3. Explore an operational and coaching model that is aligned by business/industry sectors

Desired Outcomes

By July 2017, benchmark other institutions who have this model in PAC 12

KEY ACTIVITY #6: TELLING OUR STORY “Create and share our value proposition for all stakeholders to engage with Career Services.” Much of our success in creating awareness of Career Services valuable resources hinges on our ability to effectively share our story with students, Student Affairs practitioners, and academic partners across campus. This goal has created outcomes that relate to having in place an effective marketing strategy. Being clear about our messaging to each stakeholder population and the ability to create a brand that is recognized, value added, understood, and sought after!

GOALS AND OUTCOMES 1. Create a collaborative model with Student Affairs and academic departments for gathering and

sharing first destination data with all stakeholders (reach a 65% knowledge rate).

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Perhaps the most compelling piece key to our story is what is known about our graduate’s after-graduation outcomes or “first destination data.” To this end in fall of 2016 a new collaborative model of surveying students on after graduation plans and outcomes was put in place. We will continue this new model of data collection on graduates through the 2017 year. Desired Outcomes

By spring 2016 have a model that is coordinated with the Registrar’s Office to deliver the first destination survey to all graduates.

Reach an overall knowledge rate of 65% by January 2017 (for May 2016 graduates)

2. Develop a strategic marketing campaign in conjunction with University Marketing and Student Affairs messaging points.

At the summer 2016 staff retreat we spent time with our partners from UMC to help develop a message strategy for each of our four stakeholder populations. In fall 2016 we held several open houses with faculty, advisors, Deans to share data and other important messages related to our work.

Desired Outcomes

By summer 2016, up a meeting with University Marketing & Communication to develop marketing campaign

Starting summer 2016, launch marketing campaign specifically for our office – include data to share the difference we are making with all stakeholders (students, alumni, employers, academic partners).

3. Create multi-media and web-based tools (e.g. video segments, social media pushes, web-data/infographics, content) to increase awareness of Career Services resources that will effectively convey our Career Services story to ALL stakeholders

A short video highlighting our staff and Career Coaches and the programs and services we offer to students this was an outcome of both our “student engagement” and “telling our story” key activities. We purchased software that can be used into the future for similar efforts using mulita-media approach. Utilizing social media is a high priority in our goals for the past year. We did utilize an app for career fairs, held student events, such as “Warm up to Career Services” where we collected and promoted following career services on social media outlets.

Desired Outcomes

Video to create to share story Create list of what data we need to do this Share success stories of students, employers, academic partners Utilize central marketing’s social media

4. Formulate key marketing points to ensure every staff member can convey key element of our

work and mission to stakeholders

The ability to have consistent messaging from our team is critical part of telling our story. We have worked with UMC to create short “take away” messages that we will use in all our written communication, publications, and presentations by staff:

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Academic partners One thing: We will help your students apply their passion and find a career. Support for this: Colleges who engage Career services more have better outcomes. Students

who have career direction and are more likely to be retained and graduated. Employers Audience: Employers Attributes of employers: coordinators, and not just recruiters, but also those arranging things

for recruiters. Hiring managers. Communication goals: We want them to know that we are innovative. We want them to have

reasonable expectations. We want to manage expectations. We want them to know what is a Utah student because Utah students are not the same.

One thing: That we are streamlining their access to the brightest and hardest working students in Utah. We are making their process easier.

To support: The caliber of our faculty and staff at the U. Employers always want to connect with faculty and staff. Our office staff is energetic and dedicated to connecting them with students. Our students are ethical and hardworking and they graduate from nationally ranked programs.

Students -Students are busy and have multiple things to do, lack of urgency and knowledge. -We are here, we can help them reach their dream in the future, tangible-ness to why they

need to come here, we are free. -One thing: Your coach for the game of life -Supports: individualized support, programming to connect, teaching them skills to navigate,

questions to explore Alumni -Graduates from the U who want to stay connected and sick of being asked for money. Also

maybe still having trouble finding a job or want support with that. -Communication goals: wanted to let them know that it’s not going to work for them to be

connected. It’s easy. You matter. We value you. -One thing: Your experience matters. Share it. -Support for one thing: programs are successful, students want or need to connect with

professionals, networking is also important. Network now. -Success: measure first interactions.

Desired Outcomes

Formulate key marketing points to ensure every staff member can tell the story.

Utilizing ambassadors as key element in social media marketing for all 4 stakeholders.

II. Plan for the Future of Career Services After updating and finalizing our 3-5 year strategic plan and timeline (summer 2016), we now have a template for moving into future. We will be strictly following the implementation plan and timeline. The Leadership Team will review at the beginning of each semester and re-visit in our bi-annual retreat. Following areas will be critical for Career Services to address as we move forward into the future.

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1. Overall, we know that the key to being effective in our mission is to have adequate number of well trained staff that is linked to the University Colleges. We are currently exploring some options with Colleges to embed Career Coaches on-site in the Colleges. This model is being used as many institutions with funding for Coaches split with Colleges and Career Services. Under this model Career Services could increase the total FTE dedicated to student career coaching. Finally, we are also exploring a blended model of career coaching, which would time coaches to both academic departments, but also align with an industry specialization. This would require coaches to have greater depth of knowledge about the job outlook in career fields that are emerging and those that are in demand in the workforce. We will be attending a PAC 12 meeting to discuss the model that is already being used effectively by some PAC 12 peer schools.

2. There are at least two student populations that we feel need to be addressed in the immediate future that are in critical demand of our services – International Student and Graduate Students (all Colleges). We must keep up with the demand for career related services, and the growth and demand for these two student populations. There has been a marked increased demand from international student over the last year. Graduate student populations continue to be underserved, as only 2 Colleges have a dedicated Graduate Student Career Coach. These are two areas that we anticipate will need added Career Services staff in the immediate future.

3. Outreach out to underserved and diverse student groups across campus. Our ability to extend our reach to students who may have little or no understanding of the career development process, due to lack of educational attainment of family members, socio economic status, or other disadvantaged backgrounds is important for the University to help ensure their successful completion and outcomes. Also, as mentioned above, we are committed to outreach to students in the following specific populations: international students, graduate students, LGBTQ students, first generation students, low SES students, students of color.

4. Engage with institutional partners to create comprehensive 2nd year student touch point. As an extension of our Student Engagement Task Force we plan to proactively seek a collaborative model with campus partners for a mandated touch point for 2nd year students. There is promising collaboration occurring now that points several viable options for students to engage in the career planning and decision making at an early point in their undergraduate experience.

5. We plan to continue to implement the strategy for gathering and sharing first destination data. This is an institutionally critical for the University of Utah as we strive to demonstrate the value of the university degree and experience. There is looming federal and state mandates to report on the outcome of graduates. Career Services is key to the process, and plays and important role the public discourse regarding the escalating cost of higher education and the perceived returns on the significant investment in time, effort, and resources expended by college students and their families. Career Services involvement in the growing importance of institutional outcome assessment efforts as they relate to improving higher education organizational performance and achieving regional and academic program accreditation standards.

6. We are working on strategies to develop funding sources to enhance our Employer Relations outreach. We understand that the workforce development for graduates is key to the success of our institution. Not only measuring graduates first destination outcomes (as mentioned above), but creating new and lasting relationships with key employers who would target the University of Utah as a recruitment destination. Many employers measure the success of on-campus recruitment by the number of hires, offers accepted, the alumni presence, quality and fit of the

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academic programs, and ability source talent from internship programs. These “target schools” have a distinct advantage in placing students in internships and full-time professional positions with a specific company that has designated them as a “target school.” We are forging many of these relationships with companies already, but it is of critical importance that we seek to leverage our attributes as an institution, and the students we train to create a broader base of this type of target company affiliation with us. We are limited in funding to reach outreach may of the companies and organizations that we have identified or would like to have an opportunity to visit and describe our programs and graduates. A collaboration with the Alumni Association and Alumni Chapters is underway to create more opportunities for outreach. This will be key to our University as we grow our reputation and alumni base.

III. 2015 -16 Career Services Funding: Grants, Contracts, and Other Partnerships Below is the funding received via grants, contracts, and partnership donations: 1. The Parent Fund = $6K in total funding for Student Treks Program ($2K), Suit-Up $2K, and

Pathways ($1K) Previous year $4K in funding.

2. Target = $2K – Career Development programing/student workshops = educational grant. Previous year – no funding

3. Northrop = $5K – Career outreach to diverse student populations = educational grant. Previous year – no funding

4. Graduate Student Career Coach $25K to be matched by Graduate School and academic departments ($7K each). Previous year – no new funding

5. JLD (Job Location and Development) = Federal grant in conjunction with Financial Aid/Scholarships = $50K. Previous year – equal funding

6. Additional funding donations to Career Services from our 2015 Partner Employer (not grant funded) = $52K. Previous year $30K funding.

Staff Excellence The Career Services Team (Appendix D) has grown to 26 staff members, not including our Student Ambassadors. We have been fortunate to recruit and hire a number of new career coaches over the past year from a diverse background of experiences and from varied geographic areas across the country. This fresh infusion of talent has led to many new ideas, and an opportunity for bringing in new and effective practices to Career Services. We have strong commitment to continuing to provide training, education, and professional development for our entire staff. Highlighted below are some practices that ensures all staff is properly trained to provide professional and competent service.

IV. Staff highlights:

Our professional Career Coaches have a budget allocation or $1700 per year to target conferences, trainings, or classes that enhance their professional development and growth. This

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funding allows for our team to engage in attending conferences, joining professional associations, seek specific credentials needs for areas of responsibility, and participate in leadership and board roles across the region and nation.

Staff training occurs each month at our staff meeting designated for professional development – topics. 2015-16 year topics/presentations include the following: o SafeZone Training o Customer Services Training o Career Development Theory o NACE Principles of Practice o Presenting to Disengaged Students o Operating a Successful Budget o Book Club Discussion: Originals by Adam Grant o Unconscious Bias o Immigration Law o StandOut o FERPA o Conflict Resolution

Monthly Coaches Training – provided and organized by Kelly Dries, Associate Director of Coaching/Counseling Services. These training will cover real cases studies and scenarios from our Coaches, skill based training topics, new on-line tools and coaching instruments, and other salient topics that are brought to the table for discussion and practice.

We have continued to encourage and support staff involvement in Student Affairs training and certification programs. We currently have 3 coaches that have successfully completed the Student Affairs Diversity Training Certificate (see “Staff Accomplishments and Awards” below.

Fall 2016 we have completed an annual performance reviews for all staff members, which was based on a 360 degree model. Coaches received feedback from peers, academic partners, supervisors, and did a self-evaluation.

Fall 2016 we added a leadership tier of Assistant Directors which oversee 4 critical functional areas of operation and coaching (Appendix D), which added additional depth, oversight, and training for staff members. This also created more stability to our department and planning and operations.

Our on-boarding of new professional coaches (Appendix E) embraces a comprehensive training and mentoring model. Each career coach will have extended training on all operational aspects, plus observations and meetings with each staff member to familiarize them to each staff member’s role and responsibilities.

We recruit highly qualified staff from a national perspective. All our coaches have either a master’s degree or deep industry experience. 8 -10 Career Services Coaches have master’s degree or doctoral degrees. Currently our two Associate Directors are pursuing Ph.D.’s.

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Staff Accomplishments and Awards Stan Inman

National Association of Colleges and Employers (NACE) o Professional Practices Committee o National Career Services Benchmarking Consortium

Utah Association of Colleges and Employers (UACE) o Past President 2015-16

Kelly Dries

Vice President for Student Affairs Staff Service Excellence Award

UU Student affairs Diversity Certificate

Mountain Pacific Association of Colleges and employer (MPACE) o Mt. North Regional Committee o Registration Committee Chair – Conference o Conference Committee Chair 2015

Student Affairs Professionals in Higher Education (NASPA) o Region 5 Knowledge Community Co-Coordinator o Region 5 Board Member o Western Regional Conference Committee – Sponsorship and Exhibitor Co-Chair o Knowledge Community C Co-Chair o Pre-Conference Research institute o Western Regional Conference “SA Speaks

National Association of Colleges and Employers (NACE) o MLI Scholarship Award Winner + Participant o Leadership Advancement Program

Utah Association of Colleges and Employers (UACE)

Brian Burton

Mountain Pacific Association of Colleges and employer (MPACE) o Co-chair Sponsorship Committee

National Association of Colleges and Employers (NACE)

Society for Human Resource Managers (SHRM)

Student Affairs Professionals in Higher Education (NASPA)

Utah Association of Colleges and Employers (UACE) o Co-chair Employer Relations Committee

Eric Bloomquist

Mountain Pacific Association of Colleges and employer (MPACE) o Conference Planning Committee – Volunteer Chair o Communication Committee

National Career Development Association (NCDA)

Utah Career Development Association (UCDA)

Utah Association of Colleges and Employers (UACE) Valery Pozo

UU Student affairs Diversity Certificate

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Student Affairs Professionals in Higher Education (NASPA) o Presenter at National Conference o Faculty in the Undergraduate Symposium o NUFP Mentor

Utah NASPA o Conference Co-Chair

National Association of Colleges and Employers (NACE)

Utah Association of Colleges and Employers (UACE) Emily McCoy Marley

Utah NASPA o Conference Co-Chair o Outstanding New Professional Award

American Association for Employment in Education o Western Regional Coordinator

Utah Association for Employment in Education o Treasurer

Mountain Pacific Association of Colleges and employer (MPACE)

Utah Association of Colleges and Employers (UACE) Trisha Jensen

Cooperative Education and Internship Association Francine Mahak

Graduate Career Consortium

Utah Association of Colleges and Employers (UACE) Ella Butler

Utah NASPA



Utah Association of Colleges and Employers (UACE) Lindsey Kass



Utah Association of Colleges and Employers (UACE) Mary Arola

Utah NASPA Amy Gleeson

Utah NASPA

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APPENDICES (A – E) Appendix A

University of Utah Career Services Strategic Plan: Summer 2016 – Summer 2020

To this end, career services will orchestrate an institutional effort to excel in six main areas:

1. Create a campus where all students see the tangible future because they understand and

engage in the career planning process – early and often.

2. Create the premier collegiate recruiting destination for employers who offer quality

opportunities for our students and alumni.

3. Create a career culture at the University of Utah where every faculty and staff member

engages in career development.

4. Create a lifetime relationship of connectedness to the University of Utah from alumni and

the community.

5. Realize operational excellence to maximize resources

6. Create value proposition for all stakeholders to engage with Career Services

Create a campus where all students see the tangible future because they understand and engage

in the career planning and decision-making process – early and often.

Focus on programming and engagement of first-year and second-year students to create

awareness and credibility for career services programs and resources

By Fall 2016, launch e-learning modules for all entering students to ascertain their career

development and raise awareness of career services resources

By Summer 2017, refine modules as needed, with a plan to require this as an institutional

mandate in partnership with ASUU

By Fall 2017, Launch a Career and Major Exploration Living Learning Community in

collaboration with HRE and University College for students who are living on campus

By fall 2016, develop and introduce marketing campaign for current career development tools

(CandidCareer, Focus2, and StrengthsFinder).

By Fall 2016, each coach will develop an individual outreach and communication strategy to

reach first year students in their College

Expand awareness of Career Services resources and increase engagement/participation/outreach

for the following specific populations: international students, graduate students, LGBTQ

students, first generation students, low SES students, students of color

Starting Fall 2016, better conduct assessment of students using our office

o Create inventory of individual coaches individual student interactions and where each

coach should focus on outreach and communication to focus marketing (i.e. are more

freshmen seeing us? Are students of color coming in? Certain majors?)

o In December 2016 & May 2017, conduct Informal assessment and analysis semester-ly

based on overall utilization

By Fall 2016, create a resource page for specific populations

By Summer 2017, conduct focus groups of each of the following populations: international

students, graduate students, LGBTQ students, students of color

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Create increased awareness of and a variety of avenues for students to engage internships and

experiential opportunities

Increase communication about experiential opportunities through newsletter, each coach

includes an Internship workshop or Internship Information to students in their tailored

programming.

o Who owns: Internship Coordinator w/ coaches

o Measured: Summer 2017 –Number of graduating students providing internship data

increases from summer 2016 from the Graduating Student Form. Following 2017,

assess number of internships students are reporting each semester, Assess clicks of

internships from student newsletters in August 2017 to get a baseline for the year, and

then compare each month moving forward. Internship Coordinator meets with coach

each semester to assess needs and how to best help with the internship workshop.

o Timeline: Begin comparison from summer to summer in 2017.

Compare reported internship data on Graduation survey from summer to summer

Institute a zero-credit and/or transcript notation option for students

o Initiate process to establish one or both options to have them available for students for

Summer 2017

Turn on Experiential Module in Symplicity by December 2016

o Who owns it: Internship Coordinator

o Timeline: Transition CSIP students to using it for Spring 2016, open to all students

doing zero-credit or transcription notation Summer 2017

Revitalize UWorkUWin Program

o Who owns it: Internship Committee

o Timeline: Launch new name, logo, and available awards for Spring 2017

By Fall 2017, launch marketing campaign to students about internships

o Who owns it: Internship Committee and Marketing coordinator

Create a funding program for unpaid student interns

o Timeline: Research similar programs, submit benchmarking by December 2016, and

put forth a program proposal by July 2017, begin grant applications Summer 2017


Prepare ALL students for their career and future professional plans

By Fall 2016, all career coaches will hold specific tailored programming for their populations

each semester (at least 3 programs)

o Who owns: Coaches at Coaches Meeting

o Measured: Increase in number of students attending workshop from current data that

exists. Increase in variety of students who are attending.

o Timeline: July 1 and November 1 (prior to each semester), coaches submit proposal of

semester-planned workshops for their population at coaches meeting. Then work with

Hannah to do marketing. Adapt workshops from foundation series to their individual

students’ needs.

By fall 2016, all students receive consistent newsletters regarding programming and internships

specific to their College.

By January 2017, conduct a needs assessment for how to better engage parents in career

planning and decision-making of students.

Create the premier collegiate recruiting destination for employers who offer quality opportunities

for our students and alumni.

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Develop high level institutional buy-in in support of employer outreach and recruitment

Starting fall 2016, schedule annual meeting with Dr. Snyder and Dr. Watkins.

By fall 2017, meet with development officers in each college and create a collaborative

approach around GAP analysis and assessment of college hiring needs.

Involving our coaches in employer engagement more intentionally

Starting Fall 2016, Coaches will do and record a minimum of 3 interactions with employers per

semester (through one of the following programs: Treks, pathways, workshops, internship site

visits, meet-and-eats, or mock interviews). Interactions will be tracked through Symplicity

Create a targeted plan every semester in conjunction with Employer Relations’ targeted list to

establish relationships with key companies/within key industries

Beginning Fall 2016, have Brian attend a coaches meeting each semester

Fall 2016 – hold a minimum of 4 mini treks

Develop a consistent method of tracking and sharing employer engagement throughout office

By Fall 2016, ensure 100% reporting from all ER staff using Symplicity notes/quick notes.

Beginning Fall 2016 create bi-annual report (produced December 2016 and May 2017) by

Recruiting Coordinator, tracking all employer engagement with Career Services.

Create specific line/formalized process of reporting/data sharing between career coaches and

employer relations

By December 2016, identify industry gaps through tracking form and add those to prospecting

list.

By December 2016, introduce streamlining employer opt-in form

Strategically and proactively seek internship opportunities with employers

By July 2016, pull report of currently posted internships for coaches every other week for use

in presentations, student meetings, and newsletters.


September 21016, run monthly reports to assess currently posted internships and identify which

fields are lacking or are oversaturated with opportunities.

o Who owns it: Internship Coordinator w/ Employer Relations and Internship

committees

By Spring 2017, add UWorkUWin Internship Employer of the Year award

o Who owns it: Internship Committee

Add internship staff support (student, work study, or GA) to proactively seek internship

opportunities

Create programming to engage and educate employers

By summer 2016, plan semester-ly recruiter boot camps to educate employers on trends, best

practices, working with special populations (hiring international students, etc.)

By summer 2017, coordinate annual summit for state-wide employer relations staff

By July 2017, start sending monthly employer newsletter from on-campus recruiting

coordinator

Create a career culture at the University of Utah where every faculty and staff member engages

in career development.

Create direct opportunities for interaction with academic partners

In August 2016, launch the creation of Career Alliance with Deans and/or other higher level

administrators from each College.

o Engage Dr. Watkins and Dr. Snyder at Career Alliance semester-ly meetings

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o Coordinate semester-ly meeting to: help develop resources for faculty and for Dean’s

reports, have faculty help get us on the faculty retreat agenda, help do outreach, help

develop content with open house, and help create buy-in for career classes.

By summer 2017, create content for and coordinate annual Faculty Open Houses

By summer 2017, present at existing training for all new faculty

By summer 2016, create training outline for at least one training a semester for advisors on

topics including: LinkedIn, CV’s, Resumes, etc.

In March 2017, continue growing Faculty Recognition Program, and include advisors

Increase engagement in classrooms and with students

By 2017, outreach plan to faculty champions to specifically ask for increased participation in

their classrooms and/or identify other potential opportunities for classroom visits within their

college.

By summer 2016, conduct focus group with faculty recognition winners to see how to better

engage them and their colleagues.

By summer 2017, have career coaches presenting to first year student Orientations in each

college.

Starting 2016, each semester, run list of Capstone courses and contacting faculty who are

teaching those classes to develop a plan to collaborate.

By Summer 2018, creating course proposal for Colleges who don’t currently have classes

Increase amount of reporting to Deans & Academic leadership

In January 2017, share Deans Reports continually each year

Conduct outreach and formulate strategy for liaisons

In summer 2017, offer liaison open house to share our resources and how we can best

collaborate

Develop a resource relationship with each college about internships

Launch academic internship webpages by August 2016

o Send out over UAAC August 2016 to spread the word, update, and fill in gaps

o Measure: Visit UAAC once a year (each April) moving forward to request regular

updates, host information about 75% of programs by August 2017 and 90% by August

2018

Communicate each semester with department internship contacts about internship updates

Create a lifetime relationship of connectedness to the University of Utah from alumni and the

community.

Conduct research and gather data to improve services

Benchmark other alumni engagement efforts

Outreach to alumni advisory boards and alumni chapters

o In Fall 2016, in collaboration with Executive Director of Alumni Association, explore

the creation of an alumni career services board within Alumni Association OR add

career services focus to existing young alumni board

In August 2017, Conduct needs assessment of alumni chapters in conjunction with Alumni

Association’s chapter leadership meetings

By Fall 2016, create systematic approach to sharing alumni contacts for ProNet module

between Alumni Association Advance/iModules/Symplicity

By December 2016, Schedule open house with Alumni Association

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Create programming for alumni

By fall 2016, launch ProNet to connect alumni mentors with current undergraduate students.

By Fall 2016, create targeting workshops/webinars for generational levels, and continuing each

semester

Starting fall 2016, Alumni career coach will be on Programming Committee and attend all

Pathways to strengthen relationship with Career pathways panelists.

Continue semester-ly networking nights – for alumni of all levels

In December 2016, coordinate networking reception for mentors and mentees using ProNet

By January 2017, Create Workplace Ambassador Program coordinated by internship

coordinator

Realize operational excellence to maximize and market our resources.

Increase personnel to further meet the needs of growing demand for services

Propose to Dean of Graduate School a hard funding model based on legislative support for

current FTE of Graduate Student Career Coach.

Extend career coaching for international students by 1 FTE by 2018-2019

Extend career coaching for other graduate students by 1 FTE by 2018-2019

Extend employer relations staff by 2 FTE by 2019-2020

Creating a more premier space

In July 2016, Creation of a task force around the public spaces (CEC, 380, hallway, lobby,

interview rooms and waiting area) to enhance décor throughout office

In March 2017, re-submit CFNR request for renovation of recruiter’s lounge

Explore a shift to employer relations, coaches, and ambassadors divided by industry

By July 2017, benchmark other institutions who are doing this

Create a value proposition for all stakeholders to engage with Career Services

Telling our Story to stakeholders

By summer 2016, up a meeting with University Marketing & Communication to develop

marketing campaign

Starting summer 2016, launch marketing campaign specifically for our office – include data to

share the difference we are making with all stakeholders (students, alumni, employers,

academic partners).

o Video to create to share story

o Create list of what data we need to do this

o Share success stories of students, employers, academic partners

o Utilize central marketing’s social media

By Fall 2018, have Career Services links on every academic partner website

Convey our story

Formulate key marketing points to ensure every staff member can tell the story

Utilizing ambassadors as key element in social media marketing for all 4 stakeholders

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Appendix B Freshmen/Sophomore Awareness Focus Group

Career Services

Goal and desired outcomes of the program or service: Expand awareness of Career Services resources and increase engagement/participation/outreach—specifically among first- and second- year students.

Goal of assessment: To gain knowledge on how to increase student engagement with Career Services. We hope to receive feedback from students on how to engage earlier in their academic career and more often through the course of it. Additionally, we hope to gain students’ perceptions of utilizing e-Learning modules in an effort to enhance student engagement.

Population sampled:

2 groups: Students in the First Year Council (FYC), as well as a mix of first- and second- year students not from FYC.

Summary of Key Findings This focus group showed us that there is a lack of knowledge about Career Services among the student body. As we spoke with students in the First Year Council (an engaged group of students, who we anticipated would know a lot about Career Services), we discovered that even some of the most involved students on campus are unfamiliar with our resources, and do not prioritize career planning early in their college career. Many of the students did not see the relevance in how Career Services could help first- or second- year students, and were unaware of career exploration & part-time employment services provided. Students mentioned being intimidated by the thought of visiting Career Services before they had an actual plan for a career, preventing them from utilizing the coaching resources. Further, students mentioned a lack of time and that career planning was not yet a priority for them as they spent time on classes and other college activities.

Actions Taken/Planned based on the findings from this assessment: As a result of the focus group discussion, our team brainstormed ways of making the coaching staff more approachable and creating a sense of urgency for students to plan for their career earlier in college. We implemented a new “Meet your Career Coach” campaign & video on our web. We increased the number of colleges we presented to during summer orientations to plug the importance of “early and often” career planning. We also asked specific questions regarding e-Learning modules in the development process. Responses helped inform the content & format of the modules and how we might present the modules to students.

Did your assessment accomplish your assessment goal? Was the desired outcome of the program or service achieved? Describe why/why not and what was learned. Include data to support your statements.

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Student Appointment Follow-Up

Career Services Goal and desired outcomes of the program or service:

Goal of Individual Student Coaching is to increase student’s understanding of the elements of career decision making and application of job search skills.

Number of Respondents: 184

Summary of Key Findings This assessment confirmed that our career coaching staff are being effective in their student interactions. Themes of what students found most helpful were the help received in resumes & cover letters, as well as being introduced to helpful resources to aid in career exploration and job search processes. Additionally, comments were received about coaches’ helpfulness, encouragement, and friendliness.

We found that students overall had a positive experience with their coach, with over 78% being very likely to recommend career coaching to other students. Additionally, as a result of meeting with their coach, students feel more confident in reaching their career goals (63.58% strongly agree), and have action steps in place to progress toward their goals (72.82% strongly agree). One student commented, “I left feeling like I could reach my goals.” Students who met with their career coach felt that their questions and concerns were addressed during the meeting (80.98% strongly agree).

Actions Taken/Planned based on the findings from this assessment: The results of this assessment were shared with coaches at a planning retreat, and individual comments were shared with each coach. In addition to providing general feedback on coaching, we used the results of this project to adjust coaching processes & procedures. For example, we standardized appointment length options offered, and provided more information in pre-appointment automated emails & on our website to help students better prepare for their appointment.

Alignment Student Affairs Key Activity: [still in process]

Departmental Key Activity: AER to complete from initiation.

Departmental goal this project addresses: Prepare all students for their career and future professional plans (from 2016-2020 key activities).

Student Affairs Learning Domain Connection: Practical Competence Please explain how this project demonstrates student learning in this Learning Domain: This project connects to the Practical Competence Learning Domain by evaluating students’ acquisition of knowledge and skills which will translate into their career decisions and job search.

Student Affairs Learning Domain Connection: Choose an item. Please explain how this project demonstrates student learning in this Learning Domain: Click here to enter text.

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Career Pathways 2015-2016 Career Services -

Goal and desired outcomes of the program or service: Career Pathways is a program intended to increase students’ understanding of career paths within specific industries & to make connections with alumni/employers in their industry.

Goal of assessment: AER to complete from initiation.


Summary of Key Findings This assessment project showed us that the Career Pathways program was more successful in helping students better understand specific industries and career paths than it was in connecting students with employers & professionals.

As a result of attending a Career Pathways event, students feel more knowledgeable about their industry (81.63% agree or strongly agree) and have expanded awareness of career opportunities available to students with their interests (83.67% agree or strongly agree). However, not as many students feel that, as a result of attending, their professional network had grown (46.94% agree or strongly agree) or that their networking skills had improved (53.06% agree or strongly agree). Only 47% of respondents said they were very likely to recommend the event to fellow students. When asked about what was most helpful, students mentioned the information gained from professionals was very useful, and they enjoyed hearing a variety of perspectives.

Actions Taken/Planned based on the findings from this assessment: The results of this assessment were shared internally to assist in future program planning. We made changes to the name of the event in order to better align with the desired outcomes and provide less confusion for students around what they should expect from the event. Additionally, individual comments were shared with program collaborators in order to identify employers we might invite back for future events.


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Career Treks Career Services

Goal and desired outcomes of the program or service: Career Treks are intended to increase students’ understanding of career paths as well as specific employers within given industries. Additionally, the program is intended to facilitate deep connections between students and employers.

Goal of assessment: AER to complete from initiation.


Summary of Key Findings Our assessment findings confirms that Career Treks are a high impact program that resonates well with student’s desires and expectations. 70.45% of respondents would be very likely to recommend the program to a fellow student. As a result of attending a Career Trek program, students are more knowledgeable about their industry (95.45% agree or strongly agree) and have expanded awareness of career opportunities available to students (95.45% agree or strongly agree). Additionally, students who attended a Career Trek program feel that their professional network has grown (79.55% agree or strongly agree) and that their networking skills improved (86.36% agree or strongly agree). Also, 90.91% of students agree or strongly disagree that they would apply to internship or job openings with one or more of the participating employers from the Trek, indicating the program as a strong facilitator of student/employer connections.

Students indicated that they appreciated the exposure to a variety of companies and the realistic perspectives shared by recruiters and employees within each organization. As one student mentions, “Meeting with actual employees that are in the position I could potentially apply for after graduation [was helpful]. Talking with these individuals gave me a clear picture of what I could end up doing!”

Actions Taken/Planned based on the findings from this assessment: This assessment showed us that the on-site employer programming is a hit for both students and employers. As a result, we’ve expanded trek programming for the future academic year to include not only the regular Career Treks offered over fall & spring break, but also additional smaller employer site visits to occur more frequently throughout the semester.


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University College Orientation Sessions Summary, Summer 2015 University College Orientation Sessions—Student Response System

Goal and desired outcomes of the program or service: The goal of the Orientation sessions with University College was to help increase students’ knowledge of the Career Development process and to better understand the resources available to them through Career Services. We used the Student Response System as a method of making the presentation more interactive & to be able to display results in real time.

Goal of assessment: The goal of our questions was to interactively share with students common thoughts and feelings around the career development process, and to allow them to anonymously share goals from the Career Action Plan.

Population sampled: Incoming freshmen in University College.

How many people were asked (if known)? About 250, throughout 8 separate orientation days.

Summary of Key Findings When asked how students feel about the career planning process, a word cloud was generated of responses. The word clouds were different each session, but the themes were generally the same:

Students were asked to indicate their level of knowledge around the career planning process both at the beginning and end of the presentation. Responses varied from day to day, but generally, students’ level of knowledge increased from the beginning to the end of the workshop. Last, students were asked to share a goal from their Career Action Plan (activity we did during the workshop). Goals varied, but many students identified the following goals: choose a major; getting involved; and managing time.

Actions Taken/Planned based on the findings from this assessment: This assessment data was used in real time. It helped students see—during the presentation—that others around them have similar feelings around the career development process (i.e. feeling stressed & overwhelmed). By showing this in real time, we felt that students were more comfortable engaging in our workshop.


Departmental Key Activity: Student Interactions

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Departmental goal this project addresses: Help students understand the career development process

Student Affairs Learning Domain Connection: Practical Competence Please explain how this project connects to this Learning Domain: This program was built to help students identify experiences which will help them reach their career/academic/personal goals.

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Appendix C

Testimonials Student Appointment Follow-up Survey 2015-2016: What was most helpful about your appointment?

“Maddi boosted my confidence and better prepared me for upcoming interviews.”

“Eric helped me polish my resume and cover letter as well as clarified some confusing

prompts. He gave me good guidance on strategies going forward.”

“Ella was great and quick to direct me to sources and provide me with useful info. I gained

very helpful resources and can now see different opportunities.”

“Emily wanted to answer all of my questions, even though I only expected to receive help

on my resume. She tailored the meeting to me, gave positive reinforcement and showed

care and empathy.”

“Francine took the time to explore opportunities and share personal experiences. She

helped give me perspective about how to continue. “

“Lindsey was very non-judgmental and helped me feel comfortable and open up. I don’t

feel so lost. I really feel like I will be able to find a good job now.”

First Destination Survey Summer 2015: Please comment if there were and Career Services/Business Career Services resources that were especially beneficial to you.

“I enjoyed talking to my Career Counselor, he was able to help me produce a better

looking and sleek version of my resume; which prior was a sloppy mess to say the least.

He showed me different websites and outlets to search and look through when searching

for a job.”

“I really enjoyed the Career Trek. Although it was during my spring break, it was really

nice to have the opportunity to look into other businesses and also network with other

students. I felt very lucky to have the opportunity. PLUS- it gave me a chance to work on

my resume and meet other staff from Career Services and made it more comfortable to

be able to talk to them.”

“I teach for the University and used the Career Services office for help/ guest speaking in

my classes on interviewing. Your employees and interns are excellent! They have helped

my students with resumes and interview prep repeatedly and with much success.”

“They have been so helpful, I have worked with Eric and it has been great! Can’t talk

enough about how much I love the Career Services on campus. They are easy to work

with and you leave feeling confident.”

“Someone from Career Services came and spoke to my nursing class. It was especially

convenient that HE came to OUR class because it meant we didn’t have to try to find time

to schedule a time/ go to walk-in hours at the Career Services department. Receiving tips

on writing my resume, cover letter, and interviewing for jobs in an environment where I

could ask questions, as well as the mock interviews, was extremely helpful.”

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Appendix D

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Appendix E

Mary Onboarding Training

Day 1: Monday, June 20th 2016

8:00am Welcome & tour of office space Kelly -Where to find things you’ll need 8:30am 1:1(expectations, 1:1’s, outline, UBox training folder, O drive set up) Kelly 9am Overview of job responsibilities & key items Kelly -Counseling Assignments/College Leads -Liaison assignments -Overall roles/responsibilities (Fairs, Early/Late, Walk-in, Workshops) -Org Chart -Coaches Meetings -WIGS/Vision Statement & UCMC -O Drive 10:30 am History of Career Services Stan 11:30am Lunch with Executive Team Stan, Kelly, Brian -Mission Statement/Key Activities 12:30pm Meet with mentor Eric 1:15pm Campus Tour Eric

SSB

Union (offices you can find in the Union)

DESB (UCMC)

Hinckley

College Buildings (Health, Hyper, Gym)

Library 2:00pm College of Health Resume Presentation with Kelly HYPER N 242 3:15pm Committee Structures – 3 of 7 Committees (also Coaches Committee Meetings)

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Marketing (3:15pm-3:30pm) Hannah

Web Committee (3:30pm-3:45pm) Valery

Programming (3:45pm-4pm) Emily

4:00pm Meeting with Meggan – HR – Kronos and Benefits your office Day 2: Tuesday, June 21st

8:00am Housekeeping stuff (Set up email/phone/access to O & P drives) IT 9:00am Parking & Commuter Services Online Training & Review Resources 10:00am College of Health: Background & History/Deans Reports Kelly 11:00am Lunch with Mentor & Coaches Eric 12:00pm Dalai Lama on Campus (Kelly has extra ticket) 3:00pm Remainder of Committee Structures

Internship Committee (3-3:15pm) Trisha

Employer Relations (3:15pm-3:30pm) Trisha Assessment Committee (3:30pm-3:45pm) Eric 4:15pm Website Content Review Valery 5pm Partners in the Park (optional community service we do annually on this date) -Jordan Park Valery Day 3: Wednesday June 22nd

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8:30am Academic Advisor Meeting: Dave Belt & Loren Finn – ESS Advisor your office 9:30am Job Search & Online Resources Part 1 Eric (CEC)

Careershift

GoinGlobal

UCareerPath

Peterson’s

Marriott Library Job search tools

11:00am Symplicity Training Chuck (CEC)

Reports

Mass emails

Observations

Placements

Search: students, contacts, employers

Login as student

Appointment Calendar 12:00pm Lunch with Shari Lindsey Kelly, Stan, Shari (Caputos) 2pm Career Development Tools Lindsey (380)

Career Development Model

Top 5

Wandering Map

Value Cards

O*Net

MBTI & Strong Interest Inventory (Focus 2)

StrengthsFinder

Candid Career & informational interviews

Best practice questions for exploring students 3:45pm Principles of Practice Training Kelly Day 4: Thursday, June 23rd

8:30am Orientation Open House CEC 9:00am Staff Meeting 380

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11am Meet with Diane – Partnership Program Diane 1:30pm Academic Advisor Meeting with Britta Trepp & Traci Thompson Peak Office -HPER E 217 3:00pm Career Ambassador Program Maddi

History of Program

Current Ambassadors

Role of Ambassadors

Etiquette Dinner, Suit Up, Student Leadership Luncheon, Boot Camps 4:00pm Professional Development Association Overview and Roles Kelly Day 5: Friday June 24th

8:30am-11:30am Career Services Workshops Boot Camp Kelly

Resumes/CV’s – review samples

Cover Letters – review samples

LinkedIn

Negotiation 11:30am Lunch and Boot Camp 2 Kelly

Job Searching

Career Action Planning

Interviewing Skills

Prep for the Career Fair 4pm Coaches BBQ Kelly’s house Day 6: Monday June 27th

8:30am-5pm Summer Staff Retreat Location TBD Day 7: Tuesday June 28th

9am Walk-in Common Concerns – what it entails Ella 10am Government Job resources/Prezis/Veteran students Damien

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10:45am- UC Orientation Presentation: Observe Lindsey Lindsey-380 12:45pm 1pm 1:1 with Kelly - Strengths Kelly 2pm Online Resume Reviews Kelly 4pm Host Duties Overview Maddi Day 8: Wednesday June 29th

9am Meeting with Academic Advisor: Eric Gardner PRT RM 220 10am Programming Committee Meeting CEC 11am Campus Recruiting Information & Career Fair Info. Sara

Interview Schedules

Career Fairs

Information Sessions

3rd party employers 2pm Follow up with Chuck – Symplicity Chuck 3pm What qualifies as an Internship/Coordinator Role/CSIP/ Crimson interns Trisha Day 9: Thursday June 30th

11am Working with Employers Brian 2pm Meeting to talk about Athlete Networking events Brian 3pm Golf Cart Video Day 10: Friday July 1st

9am Meeting with Academic Advisor: Hailey Neilson College of Health, Rm 200 -Health Promotion & Education 11am Graduate Assistants – their roles, assignments, get to know Valery 12pm Lunch with Valery- Panda Express Valery

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2pm Meeting with Ute Connect – Matthew Martinez & Nicholas Marsh Your office (former football players at the U helping athletes with life after College) Day 11: Monday July 4th

Holiday – day off! Day 12: Tuesday July 5th

10am 1:1 Kelly Kelly 11am UWorkUWin/Student Job Fairs/ Student Jobs Leslie 12pm-3pm Shadow Walk-in Eric 1pm Meet with your mentor Eric 2pm Creative Resumes Eric 3pm CV’s & Graduate Career Coach Francine Day 13: Wednesday July 6th

8:30am Orientation Open House CEC 9:30am Meet with Lindsey/Eric to discuss Engagement Task Force Lindsey/Eric 10am Web Committee Meeting 380 11am Filming for Career Engagement Pilot Lindsey/Eric 1pm Follow up with Chuck – Symplicity Chuck 2pm Student Appointment – observe Kelly 3pm Meeting with Academic Advisor – JoJo Beyene JoJo’s offic Day 14: Thursday July 7th

9am Staff Meeting 380

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Professional Development: Operating a budget 10am-3pm Shadow Walk-in Damien Day 15: Friday July 8th

9am Develop workshops for COH Kelly 10am NACE Career Coaching Intensive Kelly Future Dates for Upcoming Months

Monday July 11th Orientation Open House (CEC) 8:30am-10:30am Tuesday July 12th Orientation UC Presentation – observe Ella (CEC) 10:45am Tuesday July 12th Internship Committee Meeting (CEC) 3pm-4pm Thursady July 14th Orientaiton Open House (CEC) 8:30am-10:30am Thursday July 14th Staff Meeting (380) 9am-11am Thursday July 14th Employer Relations Committee Meeting (380) 2pm-3pm Friday July 15th Coaches Monthly meeting (CEC) 9am Friday July 15th Meeting with Sharon Benavides & Dennis (CSD) 11am Friday July 15th Coaches BBQ to welcome Amy Gleason 4pm Tuesday July 19th Orientation UC Presentation –take lead 10:30am Wednesday July 20th Assessment Committee Meeting (CEC) 3:15-4:15pm Thursday July 21st Staff Meeting (380) 9am-11am Friday July 22nd Comm Mock Interviews – Skype (Kelly) 1pm-4pm Friday August 5th Career Services Questival 12pm-5pm Monday August 8th Career Coaches Retreat 8am-5pm Tuesday August 9th Academic Partner Open House CEC Wednesday August 10th Academic Partner Open House CEC Thursday August 18th UAAC (Kelly) 2pm-4pm Wednesday August 24th Student Job Fair - Union 10am-2pm Wednesday September 14th MAP Kick Off (Advisor Training) 8am-1pm Friday September 23rd Graduate School Expo (Union) 9am-3pm Tuesday September 27th Science & Engineering Career Fair 9am-3pm Tuesday October 4th Career Fair 9am-3pm DATE TBD – ask Hannah Marketing Committee Meeting 10am-12pm

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When you have any free time in between:

Review Career Services Onboarding Manual on UBox

Review the Website

On Tuesday, Wednesday, Thursday during walk-in hours (10am-3pm), you are always welcome to observe the walk-in counselor. Simply ask the front desk to call you as well when you are free during these times, so you can observe.

Work on your Bio for website (can see staff bios here: http://careers.utah.edu/contact/staff/)

o Photo – headshot, preferably with a neutral background (We will use this picture as a placeholder until we can have your photos done at the Career Fair at our LinkedIn Booth)

o Education o About me o How did you get here? o Most unusual job you ever had? o What tip would you give for getting the most out of the Career Center?

Work on Bio for the bulletin board (https://docs.google.com/forms/d/1gjyvvhkQMdHX9u4whLgcXMd_NuGeO-Cmn1Ak-vB19WU/viewform)

Shadow any workshop, practice interview, or counselor appointment

Review the Career Info. by Major tabs for your majors: http://careers.utah.edu/students/research/major/#e

Shadow hosts

Read “You Majored In What”

Read Career Services, “Evolution of Career Services” Chapters

Read NACE Standards for Career Services Professionals

Review NACE materials at www.naceweb.org o Username: [email protected] o Password: leanin77

Symplicity Homework In the first month:

Observe at least each workshop once Observe each committee & an ambassador meeting Shadow every counselor once, shadow EB as much as comfortable Shadow at least 20 appointments After second week, set up re-curring meeting with mentor, Eric Set up meeting with KD for weekly 1:1’s

http://careers.utah.edu/contact/staff/

https://docs.google.com/forms/d/1gjyvvhkQMdHX9u4whLgcXMd_NuGeO-Cmn1Ak-vB19WU/viewform

https://docs.google.com/forms/d/1gjyvvhkQMdHX9u4whLgcXMd_NuGeO-Cmn1Ak-vB19WU/viewform

http://careers.utah.edu/students/research/major/#e

http://www.naceweb.org/

mailto:[email protected]

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